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Promoting Collaboration in Teaching and Learning: A Data-Centric Approach

Promoting Collaboration in Teaching and Learning: A Data-Centric Approach
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Author(s): Olalekan Rafiu Ayodele-Oja (Desheng School (International), China)
Copyright: 2024
Pages: 26
Source title: Handbook of Research on Critical Issues and Global Trends in International Education
Source Author(s)/Editor(s): Megel R. Barker (TASIS England, UK), Robyn Conrad Hansen (Northern Arizona University, USA)and Liam Hammer (International School of Lusaka, Zambia)
DOI: 10.4018/978-1-6684-8795-2.ch009


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The expanding concentric circles of the international baccalaureate (IB) diploma programme model highlight the importance of imparting defining attributes to learners, and the infusion of same through the circles. The faint lines within and across the circles invite an exploration of the intrinsic links among them to optimise learning. On this reading of the diploma model, it is crucial to rethink the current analytics for interpreting the IB diploma results. To have a more definitive evaluation of the students' outcomes relative to the intrinsically collaborative reading of the diploma model, also referred to as “connectedness and concurrency of learning” or CCL, relevant data need to be associated with the reading. This chapter explores five years of relevant data from an international high school in China. From the source data, it teases out data points that are evident of the CCL, and by applying an original analytics model to reading the data, it reveals further insights about the notion of the CCL across the diploma curriculum.

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